This term we reflected on what we had done so far - (if you are using your action research cycles you could use them for this reflection).
The questions below might help with this....
The purpose of these reflective questions is to encourage you to think carefully about material and to process information in new ways. The reflective questions below have been adapted from King (1992). §What is the main idea of _? §How does _ affect _? §What is the meaning of _? §What is a new example of _? §Explain why _? §Explain how _? §What conclusions can be drawn from _? §What is the difference between _ and _? §How are _ and _ similar? §How would I use _ to _? §What are the strengths and weaknesses of _? §What is the best _ and why? §This idea is important because _.
We explored the teacher role. How do teachers co-construct understandings with children?
We selected a new Habit of Mind and made explicit links to the Key Competencies. We selected the Key Competency that had a natural fit with the Habit of Mind. We wrote a definiton for them and used it to co-construct a continuum from novice to expert.
This is the first time we have co-constructed a teacher matrix; we gained greater clarity about the desired outcomes by crafting the criteria from an entry point to more deep and connected ideas. We have explored the language of the matrix continuum; we are consciously using words that will manifest understanding and describe performance. Therefore, we are using 'Blooms' verbs and the facets of understanding (Wiggins and McTighe, 2007) to achieve this goal.
The bubble map below describes the Habit of Mind and the Key Competency both.
Click on the links below to see the Planning we did and the matrix we created.
The questions below might help with this....
The purpose of these reflective questions is to encourage you to think carefully about material and to process information in new ways. The reflective questions below have been adapted from King (1992).
§ What is the main idea of _?
§ How does _ affect _?
§ What is the meaning of _?
§ What is a new example of _?
§ Explain why _?
§ Explain how _?
§ What conclusions can be drawn from _?
§ What is the difference between _ and _?
§ How are _ and _ similar?
§ How would I use _ to _?
§ What are the strengths and weaknesses of _?
§ What is the best _ and why?
§ This idea is important because _.
We explored the teacher role. How do teachers co-construct understandings with children?
We selected a new Habit of Mind and made explicit links to the Key Competencies. We selected the Key Competency that had a natural fit with the Habit of Mind. We wrote a definiton for them and used it to co-construct a continuum from novice to expert.
This is the first time we have co-constructed a teacher matrix; we gained greater clarity about the desired outcomes by crafting the criteria from an entry point to more deep and connected ideas. We have explored the language of the matrix continuum; we are consciously using words that will manifest understanding and describe performance. Therefore, we are using 'Blooms' verbs and the facets of understanding (Wiggins and McTighe, 2007) to achieve this goal.
The bubble map below describes the Habit of Mind and the Key Competency both.
Click on the links below to see the Planning we did and the matrix we created.